Literature Review On Gender Gap

The U.S. Department of Education reading tests have shown that for the past 30 years girls have out performed their male counterparts (Scieszka, 2003). Even with the persistence of this gap it is only within the past 10 to 15 years that research has begun to investigate the whys and hows of the gender gap’s existence. The research on this gap is varied, looking at the difference in the kinds of books boys and girls like to read, looking at the affects of reading on the esteems of both genders, and looking at how both genders perceive the act of reading differently, but one questions that still remains is how can we best ensure that adolescent boys continue to read through to their teen years and one into their adult lives?

One detail that

Giles (2008) addresses this point by highlighting the number of women readers young men see, mothers reading to sons, elementary school teachers, and media specialist. This observation of the number of female readers boys see is confirmed by the U.S. Department of Education who in 2006 stated that 75% of K-12 teachers in the U.S. are female, with a higher percentage of female teachers at the elementary level than the secondary level (as cited by Farris et al., 2009). Farris et al.(2009) reinforce the broader point that many boys perceive reading as a feminine activity by citing the research of both Tennenbaum and Leaper, and the research of Dutro which shows that many boys when surveyed see reading as a feminine activity. Farris et al. (2009) also cite Katz and Sokal study which showed that 24% of second grade students already view reading as a feminine activity. Kirkman (2002) agrees on this point stating, “boys often feel that an open show of enthusiasm for school work, particularly in the language arts, can undermine their identity as a real boy” (p. 39). Sax (2007) puts this point most emphatically citing Bauedein and Stotsky, “Girls have always been more likely to read for pleasure than boys. But the gender gap has now grown so wide that it has become ‘a marker of gender identity,’ these authors concluded,

Not surprisingly, researchers have found a distinct difference in the reading interests of boys and girls. Asselin (2003) points out the broadest difference in the reading interests of boys and girls: “Boys tend to focus on action rather than character development and relationships” (p. 53). Newkirk (2002) reiterates this point by citing Millard, saying that boys prefer action to personal relationships, excitement to character development, and humor above all else. Smith expands these generalizations of boys’ reading preferences pointing out that boy’s like series, and despite the aphorism, the appearance of a books’ cover is one of the major ways that boys’ select books (Jones & Fiorelli,